A Guiding framework for Entrepreneurial Universities.

A Guiding framework for Entrepreneurial Universities

Outline

Introduction European Community studies on

Entrepreneurial Universities. Guidelines for a Entrepreneurial Universities. The FUOYE vision & the Agriculture

Revolution. The Songhai Farms Images from Benin

Republic. Conclusion

Introduction

Entrepreneurial Studies and the practice of entrepreneurship as a way of life is a late 21st century phenomenon that has arisen to meet the challenges of the population explosion and the dwindling resources on planet earth.

Entrpreneuership seeks to promote the maximization of innovative enterprise to harvest opportunities available both latent to be ignited and inherent to be created.

There is no one definition for entrepreneurship but there a re many attempts to show the shades and colors of the spectrum of entrepreneurship across human endeavors and the learning and knowledge transfer platforms.

The UN is sponsoring a global awareness and promotion of entrepreneurial traing and practice.

The UNTWIN program of HGU S Korea and the MUCA Ghana in Global Entrepreneurial Training (GET) is one

GET 12 & GEAt 13 Ghana consensus:

Entrepreneurial expertise is the ability and capacity to do and make something out of nothing.

Enterpreneurship is a mind set change. It is also a culture that can be taught, imbibed and cultivated

This is the heart of human and divine creativity and innovation. That's where the two also meet. - Echi Nwogu 040314.

The 3 faces and spheres of Entrepreneurial practice:

Social Entrepreneurship - The entrepreneurial practice of philanthropists who are wealthy enough to creat businesses not purely for profit but to provide employment and to empower persons, people and families. For them it is philanthropy, a calling, CSR, giving back to society, humanitarian Ian services in ser vice of God and mankind.

The 3 faces and spheres of Entrepreneurial practice:

Political entrepreneurship - the highest form of entrepreneurship. This is the vision and practice of political, community and business leaders to creatively and innovatively plan for and creat enabling environment for businesses to sprout and thrive, creating employment and wealth creation enterprises. Here business friendly policies and infrastructure are is the vision and chief goal of the authorities that make things happen for development of people and environment.

Entrepreneurship is knowledge based and is promoted by waking up inherent built in minds to think out of the box and the teaching of the wider community of the need for proactive engagement with the environment and the resource base for maximal personal and society harvest of potentials and opportunities.

The Universities as knowledge factories have a primary role in the promotion of entrepreneurial training and practice and the direction of society towards a better life from the body of knowledge accrued to man from studies, learning, experience and research findings and innovations.

What is a Guiding Framework for Entrepreneurial Universities?

Leadership and Governance

Organisational Capacity, People and Incentives

Entrepreneurship development in teaching and learning

Pathways for entrepreneurs

University – business/external relationships for knowledge exchange

The Entrepreneurial University as an internationalised institution

Measuring the impact of the Entrepreneurial University

What is an Entrepreneurial University?

What does it mean to be an Entrepreneurial University? What are the defining characteristics? Are there already Entrepreneurial Universities from which lessons can be learnt?

As a consequence this framework has been designed around seven areas which cover many of the commonly identified features of an entrepreneurial university. Therefore this Guiding Framework can be used as a model which supports many of the existing definitions.

1 Leadership and Governance

Entrepreneurship is a major part of the university strategy.

There is commitment at a high level to implementing the entrepreneurial strategy.

The university has a model for coordinating and integrating entrepreneurial activities at all levels across the university.

The faculties and units have autonomy to act.

The university is a driving force for entrepreneurship development in the wider regional, social and community environment.

Organisational Capacity, People and Incentives

The university’s entrepreneurial objectives are supported by a wide variety of funding sources/investment, including investment by external stakeholders.

The university has a sustainable financial strategy in place to support entrepreneurial development.

There are mechanisms in place for breaking down traditional boundaries and fostering new relationships - bringing internal stakeholders together (staff and students) and building synergies between them.

The university is open to recruiting and engaging with individuals who have entrepreneurial attitudes, behaviours and experience.

The university invests in staff development to support its entrepreneurial agenda.

There are clear incentives and rewards for staff who actively support the university’s entrepreneurial agenda.

The university gives status and recognition to other stakeholders who contribute to the university’s entrepreneurial agenda.


The university is structured in such a way that it stimulates and supports the development of entrepreneurial mindsets and skills.

Staff take an entrepreneurial approach to teaching in all departments, promoting diversity and innovation in teaching and learning.

To score highly, universities should be delivering their entrepreneurial teaching through a range of methods across all departments. Staff also need access to support and training for capacity building.

Entrepreneurial behaviour is supported throughout the university experience; from creating awareness and stimulating ideas through to development and implementation.

The university validates entrepreneurship learning outcomes.

Collaborating and engaging with external stakeholders is a key component of teaching and learning development in an Entrepreneurial University

Research results are integrated into entrepreneurship education and training.


The university raises awareness of the value/importance of developing entrepreneurial abilities amongst staff and students.

The university actively encourages individuals to become entrepreneurial.

The university provides opportunities to experience entrepreneurship

The university provides support for individuals and groups to move from entrepreneurial ideas to action.

Mentoring by academic and industry personnel is available.

The university facilitates access to private financing for its potential entrepreneurs.

The university provides access to business incubation facilities.

University – business/external relationships for knowledge

exchange The university is committed to collaboration

and knowledge exchange with industry, society and the public sector

The university demonstrates active involvement in partnerships and relationships with a wide range of stakeholders.

The university has strong links with incubators, science parks and other external initiatives, creating opportunities for dynamic knowledge exchange.

The university provides opportunities for staff and students to take part in entrepreneurial activities with business/the external environment

The university specifically supports staff and student mobility between academia and the external environment.

The university links research, education and industry (wider community) activities together to affect the whole knowledge ecosystem.

The Entrepreneurial University as an internationalised

institution Internationalisation is a key part of the

university’s entrepreneurial strategy. The university explicitly supports the

international mobility of its staff and students (including PhD students).

The university seeks and attracts international and entrepreneurial staff (including teaching, research and PhDs)

The university demonstrates internationalisation in its approach to teaching.

The university, its departments and faculties actively participate in international networks.


The university assesses the impact of its entrepreneurial strategy and the strategy is responsive to change.

The university assesses the level of engagement in entrepreneurial teaching and learning across the institution.

The university regularly assesses the impact of entrepreneurship teaching and learning.

The university carries out regular monitoring and evaluation of the universities’ knowledge exchange activities.

The university carries out regular monitoring and evaluation of the impact of start-up support.

ISSUES FOR FURTHER DISCUSSION&

SOME LESSONS FROM CASE STUDIES


Key parameter:

The faculties and units have autonomy to act

Country: Belgium

Universities involved:

KU Leuven (Katholieke Universiteit Leuven)

Each faculty has its own board and develops its own strategy. There is no formal hierarchical structure, with each professor free to design his or her own research agenda.

FOOD FOR THOUGHT

How about peer review and corporate responsibility for reputation and quality

assurance?

Governance of the technology transfer process

Key parameter:

The university has a model for coordinating and integrating entrepreneurial activities at all levels

Country:

Belgium


KU Leuven (Katholieke Universiteit Leuven)

The Institutional Agenda at the Slovak University of Technology

Key parameter: Entrepreneurship is a major part of the

university strategy

Country:

Slovakia


Slovak University of Technology

Cooperation is not limited to research related contracts. The university‘s approach to university business cooperation is evident at all levels of the university (teaching, research, management, administration, etc.) and is geared up for benefit of students, researchers and industry.

Stanford’s Technology Venture Programme (STVP)

Key parameter:

The university has a model for coordinating and integrating entrepreneurial activities as all levels of the university

Country:

USA


Stanford University

STVP‘s global outreach program includes annual conferences on several continents and a website that includes thousands of video clips and podcasts regarding technology entrepreneurship and innovation (http://ecorner.stanford.edu/). It also cooperates with other institutions worldwide fthrough the Stanford Entrepreneurship Network (global community building).

UnLtd Higher Education Support Initiative

Key parameter: The institution’s entrepreneurial objectives

are supported through a wide variety of funding sources/investment, including investment by external stakeholders

Country:

UK


56 HEIs

Reorganisation in interdisciplinary schools based

on grand challengesKey parameter: There are mechanisms in place for breaking down

traditional boundaries and fostering new relationships - bringing internal stakeholders together (staff and students) and building synergies between them.

Country:

USA


Arizona State University

The Kauffman FoundationKey parameter: The institution’s entrepreneurial objectives

are supported through a wide variety of funding sources/investment, including investment by external stakeholders

Helping universities become more entrepreneurial—not only in what they teach and how they teach it, but in how they operate—is at the heart of the Kauffman Foundation‘s work in higher education


The Institute of Applied Entrepreneurship at Coventry University

Key parameter: Human Resource Development for

entrepreneurship education is in place Country, UK. Universities involved

Coventry University

Activities include: workshops, coaching and tailored Continuing Professional Development programmes for teaching staff.

It also provides support to develop enterprise curriculum enrichment materials across a range of curriculum/subject areas, collaboration on enterprise/entrepreneurship projects and communication activities on entrepreneurship education at the university.

The Provost Fellow Programme at the University of Illinois at Urbana-Champaign

Key parameter: Entrepreneurial behaviour is supported

throughout the university experience; from creating awareness and stimulating ideas through to development and implementation (pre-business and business start-up).

Educating Entrepreneurs for the World at the EM Lyon

Key parameter: The university is structured in such a way

that it stimulates and supports entrepreneurial learning

The initiative mobilises a team of nine full-time professors in entrepreneurship and 1 in small business management

The University of Wismar’s “Entrepreneurial University” strategy supporting the learning environment

Key parameter: The university is structured in such a way

that it stimulates and supports entrepreneurial learning

The Centre for Entrepreneurship (COE) at the University of Applied Science of Jena

Key parameter: Entrepreneurial behaviour is supported

throughout the university experience; from creating awareness and stimulating ideas through to development and implementation (pre-business and business start-up).

Entrepreneurship education at Corvinus University of Budapest

Key parameter: Staff take an entrepreneurial approach to teaching in

all departments, promoting diversity and innovation in teaching and learning.

Professors of the university also contribute and organise many additional, extra-curricular activities and programmes, for example in he Interuniversitas Spin-off Club comprising a series of various events.

The Demola - a Finnish open innovation platform

Key parameter: The university validates entrepreneurship

learning outcomes

The “Entrepreneurial Vehicle” at the Gdańsk University of TechnologyPoland

Key parameter: Staff have an entrepreneurial approach to

teaching in all departments

The Kaospilots Denmark

Key parameter: Staff have an entrepreneurial approach to

teaching in all departments

Association of business to the design of discipline-based and generic learning outcomes in Flanders

Key parameter: The institution validates entrepreneurship

learning outcomes

The Degree Plus at Queen’s University Belfast

Key parameter: The institution validates entrepreneurship

learning outcomes An online CV builder and a recording tool -

the PDP e-folio – can be used by students to record their achievement, develop their action plan and assess their skills.

Coursera – a collaborative platform for Massive Open Online Courses (MOOCs)

Key parameter: Staff take an entrepreneurial approach to

teaching in all departments, promoting diversity and innovation in teaching and learning

Coursera is a sign of the modernisation of pedagogical tools and the increasing global linkages between institutions. It also raises new issues in terms of recognition of online courses (e.g. incorporation of MOOCs from other universities into the courses of home students).

Developing study programmes of relevance for industry

Key parameter:

Engagement of external stakeholders is a key component of teaching and learning development in an Entrepreneurial University

The specific project goals include improvement of quality of education in the area of plastics and in the medium term to conceptualise curricular development for needs of firms.

Country Slovakia Universities involved Slovak University of Technology

The Aalto FactoriesKey parameter:

The institution supports innovative approaches to learning, such as the use of mentors, living labs, cross disciplinary learning, entrepreneurship champions, etc

The Factories are conceived as creative spaces that foster informal meeting and collaboration at all levels.

The Factories lead research and innovation projects involving students, companies and researchers and they benefit from dedicated technologies and facilities.

The University of Porto’s Science and Technology Park and other support to raise awareness of entrepreneurship

Key parameter: The university provides support for

individuals and groups to move from entrepreneurial ideas to action

Country Portugal Universities involved University of Porto

The Univations Institut for knowledge and technology transfer

Key parameter: Entrepreneurship education activities and

start-up support are closely integrated Country Germany Universities involved

Martin-Luther-Universität Halle-Wittenberg

Mandatory internships and apprenticeship programmes in engineering

Key parameter: The university specifically supports staff

and student mobility between academia and the external environment.

Country France Universities involved Compiègne University of Technology

Undergraduate placements: The University’s of Limerick CoOp Programme

Key parameter: The university specifically supports staff

and student mobility between academia and the external environment

Country Ireland Universities involved University of Limerick

The Career Development Office (CDO) at Corvinus University of Budapest

Key parameter: The university demonstrates active

involvement in partnerships with a wide range of stakeholders. The university links research, education and industry (wider community) activities together to affect the whole knowledge ecosystem

Autonomous University of Madrid’s Industry sponsored chairs

Key parameter: The university links research, education

and industry (wider community) activities together to affect the whole knowledge ecosystem

Autonomy of professor in the conduct of their activities



The University of Nottingham Community Engagement Strategy 2009-2014



The Cambridge ecosystem



BioCity Turku, Finland

Key parameter: The university has strong links with

incubators, science parks and other external initiatives, creating opportunities for dynamic knowledge exchange

The Entrepreneurial University as an international institution

Recruitment process fostering non-academic staff at the Université de Technologie de Compiègne

Key parameter: The institution seeks and attracts

international and entrepreneurial teaching staff

University of Turku’s international Master programmes

Key parameter: The institution demonstrates

internationalisation in its approach to teaching

The Babeş-Bolyai University’s international agreements and partnerships

Key parameter: The institution and its departments actively

participate in international networks

The Baltic University Programme



The International Entrepreneurship Network SIFE



Education for Global Citizenship at the University College London

Key parameter: The institution demonstrates

internationalisation in its approach to teaching

DEFINING THE ENTREPRENEURIAL UNIVERSITY

As highlighted, to find a single definition of the Entrepreneurial University which works across the European Higher Education Area is difficult and controversial. There is no one-size-fits-all definition of the Entrepreneurial University, but rather that there is an invaluable plurality of approaches, inventive, creative and yet practical, which distinguish the entrepreneurial style.

At the conceptual level, there is a significant body of literature concerning the entrepreneurial university, approaching the concept from a variety of angles including research, education, innovation, new public management and leadership. Figure 1 below shows some of the features adduced by authors to support the definition of the entrepreneurial university

Figure 1 Definitions of an Entrepreneurial University

Year Author Definition

1983 Etzkowitz Universities that are considering new sources of funds like patents, research funded by contracts and entry into a partnership with a private enterprises‖

1985 Chrisman, Hynes and Fraser

The entrepreneurial university involves the creation of new business ventures by university professors, technicians, or students.

1995 Dill University Technology Transfer is defined as formal efforts to capitalise upon university research by bringing research outcomes to fruition as commercial ventures. Formal efforts are in turn defined as organisational units with explicit responsibility for promoting technology transfer



1998 Clark Seeks to innovate in how it goes to business, to work out a substantial shift in organizational character, to become stand-up universities that are significant actors in their own terms.

1998 Ropke Mean three things: the university itself, the members of the university –faculty and the interaction of the university with the environment.

1999 Subotzky Is characterised by closer university-business partnerships, by greater faculty responsibility for accessing external sources‘ of funding and by a managerial ethos in institutional governance, leadership and planning



2002 Kirby Have the ability to innovate, recognize and create opportunities, work in teams, take risks and respond to challenges....

2003 Etzkowitz Is a natural incubator, providing support structures for teachers and students to initiate new ventures: intellectual, commercial and conjoin

2003 Williams Is nothing more than a seller of services to the knowledge industry

2003 Jacob, M, Lundqvist and Hellsmark,

Is based both on commercialisation (custom made further education courses, consultancy services and extension activities) and commoditization (patents, licensing or student owned start-ups)



2006 Guerrero-Cano, Kirby, and Urbano

…Entrepreneurial University is defined as a university that has the ability to innovate, recognise and create opportunities, work in teams, take risks and respond to challenges (Kirby, 2002a), on its own, seeks to work out a substantial shift in organisational character so as to arrive at a more promising posture for the future (Clark, 1998). In other words, is a natural incubator that provides support structures for teachers and students to initiate new ventures: intellectual, commercial and conjoint (Etzkowitz, 2003).”

There are also the knowledge alliances – the interaction between the university and other players in the

environment in which they operate, including many businesses and other entities.

knowledge is no longer the domain of universities Universities funded by the public purse are under

immense pressure and scrutiny to add more value to the economy and society - and become less dependent on the state

competition from the private sector is being encouraged and is growing

employers/parents/graduates are seeking and demanding ways to improve future potential/ lives/ careers

.. and especially in tough times.. it is long understood that environments

which are highly complex, unpredictable and uncertain demand an entrepreneurial response to survive/succeed;

our current economic conditions are due to the impact of globalisation, international trade and competition

.. and therefore requires recognition that universities need to be

more flexible, more porous, more adaptable;

strong leadership and an environment that encourage the development and display of entrepreneurial behaviours and actions

So, the definition of the entrepreneurial university is informed by:

the institutional environment: systems/processes, policies, practices, culture, leadership

the staff/people : entrepreneurial spirit, rewards/incentives, support/development, role models

the students: opportunities, engagement, networks/contacts, learning by experience and failing

the impact: affects on the institution and its people, on graduates, on stakeholders, on wider community and ecosystem

This Guiding Framework is attempting to reflect the diverse characteristics of the Entrepreneurial University so that all University can recognise themselves and potential areas for development.

CONCLUSION

Summary of the Guiding Framework


Entrepreneurship is a major part of the university strategy.

There is commitment at a high level to implementing the entrepreneurial strategy.

The university has a model for coordinating and integrating entrepreneurial activities at all levels across the university

The faculties and units have autonomy to act. The university is a driving force for entrepreneurship

development in the wider regional, social and community environment.

Organisational Capacity, People and Incentives The university has a sustainable financial strategy in

place to support entrepreneurial development. The university’s entrepreneurial objectives are

supported by a wide variety of funding sources/investment, including investment by external stakeholders.

There are mechanisms in place for breaking down traditional boundaries and fostering new relationships - bringing internal stakeholders together (staff and students) and building synergies between them.

The university is open to recruiting and engaging with qualified individuals with entrepreneurial attitudes, behaviours and experience.

Organisational Capacity, People and Incentives The university invests in staff development to support

its entrepreneurial agenda. There are clear incentives and rewards for staff who

actively support the university’s entrepreneurial agenda.

The university gives status and recognition to other stakeholders who contribute to the university’s entrepreneurial agenda.


The university is structured in such a way that it stimulates and supports the development of entrepreneurial mindsets and skills

Entrepreneurial training for staff takes place in all parts of the university.

Staff take an entrepreneurial approach to teaching in all departments, promoting diversity and innovation in teaching and learning

Entrepreneurial behaviour is supported throughout the university experience; from creating awareness and stimulating ideas through to development and implementation (pre-business and business start-up).


The university validates entrepreneurship learning outcomes.

Engagement of external stakeholders is a key component of teaching and learning development in an Entrepreneurial University

Research results are integrated into entrepreneurship education and training.


The university raises awareness of the value/importance of developing entrepreneurial abilities amongst staff and students.

The university actively encourages individuals to become entrepreneurial

The university provides opportunities to experience entrepreneurship

The university provides support for individuals and groups to move from entrepreneurial ideas to action.


Mentoring by academic and industry personnel is available.

The university facilitates access to private financing for its potential entrepreneurs.

The university provides access to business incubation facilities.


The university is committed to knowledge exchange with industry, society and the public sector.

The university demonstrates active involvement in partnerships and relationships with a wide range of stakeholders.

The university has strong links with incubators, science parks and other external initiatives, creating opportunities for dynamic knowledge exchange

The university provides opportunities for staff and students to take part in entrepreneurial activities with business/the external environment.


The university specifically supports staff and student mobility between academia and the external environment.

The university links research, education and industry (wider community) activities together to affect the whole knowledge ecosystem.

The Entrepreneurial University as an international institution

Internationalisation is a key part of the university’s entrepreneurial strategy.

The university explicitly supports the international mobility of its staff and students (including PhD students).

The university seeks and attracts international and entrepreneurial staff (including teaching, research and PhDs)

The university demonstrates internationalisation in its approach to teaching

The university, its departments and faculties actively participate in international networks.


The university assesses the impact of its strategy on entrepreneurship across the institution

The university assesses the level of engagement in entrepreneurial teaching and learning across the institution.

The university assesses the impact of entrepreneurial teaching and learning

The university regularly assesses the impact of entrepreneurship teaching and learning

The university carries out regular monitoring and evaluation of the universities’ knowledge exchange activities.

The university carries out regular monitoring and evaluation of the impact of start-up support

Aknowledgment

All the materials for this power point presentation are from the comprehensive paper and report of

the European commission OECD

http://www.oecd.org/site/cfecpr/EC-OECD%20Entrepreneurial%20Universities

%20Framework.pdf

A Guiding framework for Entrepreneurial Universities.

Documents

entrepreneurial universities

practice of entrepreneurship

entrepreneurial expertise

conclusion slide

political entrepreneurship

practice of political

social entrepreneurship

spectrum of entrepreneurship